Research in psycholinguistics and learning theory is reviewed to support the integration of oral and written language skills, and the language experience approach (LEA) is recommended for secondary school second language instruction. This approach incorporates listening, speaking, reading, and writing in purposeful communication. Students use the language they are learning to read directly for meaning and in this process, they bypass the interruptive step of translation. Positive features of the LEA include: writing can be taught in conjunction with reading, students learn from their errors, the approach is learner-centered, and learner-produced materials are motivating. An example is presented to illustrate how a language experience-inspired model can be implemented. Small- and large-group applications are addressed, and a few suggestions are offered to help teachers introduce variety in a familiar context. Current research on linguistic and pedagogical theory suggests the desirability of planning, implementing, and evaluating learner-centered instructional strategies. These include tapping student experiential knowledge, providing learning opportunities for student-to-student interaction, and setting language competence-based goals. Attention is directed to the following considerations: (1) student learning motivation, (2) individual learning pace and style, (3) the use of oral language as a foundation for reading, (4) the input hypothesis (Krashen, 1980), (5) convergent and divergent production, (6) the role of reading when oral and written language skills are interrelated, and (7) language competence versus linguistic performance. (SW)